HORIZON REPORT 2011 http://wp.nmc.org/horizon2011/sections/executive-summary/ KEY TRENDS The abundance of resources and relationships made easily accessible via the Internet is increasingly challenging us to revisit our roles as educators in sense-making, coaching, and credentialing.
Students’ experience an easy and pervasive access to information outside of formal campus resources. This trend produces the need to encourage educators to take a careful look at the ways we can best serve learners. The rise of charter schools, virtual academies and blended learning have school officials uneasy. Competition from alternative learning sources contribute to declining enrollments and create even further funding cuts to an already depleted system.
People expect to be able to work, learn, and study whenever and wherever they want. Mobile devices, wireless environments and Intenet access everywhere is now expected. K-8 schools are not equitably funded throughout the state. Many of the lower SES school districts are hurt by the housing market crunch, the new immigration laws, and training costs for a highly transient labor pool of teachers. School districts that grew exponentially beginning in 2000 were not helped by the stimulus funds that were distributed in 2009 because funds were allocated based on 2000 census data BEFORE the district populated to present levels. FUNDING TECHNOLOGY will continue to be a challenge. Nevertheless schools districts will need to address the question of parents: How will you prepare my child for the 21st century and the ever changing, highly technical job market?
The world of work is increasingly collaborative, giving rise to reflection about the way student projects are structured. The days of isolated desk jobs are disappearing, giving way to models in which teams work actively together to address issues too far-reaching or complex for a single worker to resolve alone. IDC projects that fully one-third of the global workforce — 1.2 billon workers — will perform their work from multiple locations by 2013. Our work force is not prepared for these types of changes. We have yet to develop teachers to levels of proficiency in many of the classroom technologies demanded already. The pace of teacher technolgy development is superceded by the rapid growth of technological devices. Once these devices hit the market place, the consumer is conditioned to use them all of the time. Teachers however, need time to be trained to use them for instruction in a classroom of 27-30 students.
The technologies we use are increasingly cloud-based, and our notions of IT support are decentralized.
As we turn to mobile applications for immediate access to many resources and tasks that once were performed on desktop computers, it makes sense to move data and services into the cloud. The challenges of privacy and control continue to affect adoption and deployment. Many school districts will need to employ technology specialists on campuses as part of this decentralization. There will be a lag to reach consensus on privacy and control. I would expect to see new statutes developed as IT support becomes more decentralized. Administrators and teachers want their rights protected when technology issues crop up unexpectedly.
CRITICAL CHALLENGES
Individual organizational constraints are likely the most important factor in any decision to adopt — or not to adopt — any given technology.
Digital media literacy continues its rise in importance as a key skill in every discipline and profession.
Skills that constitute digital literacy are still not well-defined nor universally taught. Teacher preparation programs are beginning to include courses related to digital media literacy, and universities are beginning to fold these literacy skills into coursework for students, but progress continues to be slow. The challenge is exacerbated by the fact that digital technologies morph and change quickly at a rate that generally outpaces curriculum development. Digital literacy is going to continue to be a difficult transformation for teachers. We've spent years steeped in print rich materials and programs such as Reading First and Success for All. In our district, one intervention we address with our teachers is to offer detailed training in the e-products of the core curriculum so that they know all rof the esources available for students to use. Personally, curriculum development will improve with the new Common Core Standards but linking digital literacy to curriculum development and instructional practices will take a collaborative effort from the state think tank.
Appropriate metrics of evaluation lag behind the emergence of new scholarly forms of authoring, publishing, and researching. Educators are facing a dilemma in where to place their efforts. Building metrics for new technology on the one hand, and the other hand, creating activities for new technology based on old standards. The technology standards need to be embedded into the content area standards. Districts have to make a commitment to provide students the necessary access to technology for this to happen and the state has to be able to fund the appropriate technology tools for all schools. I would like to see technology "kits" mandated for all schools based on population. Right now, I can say that there are schools with classrooms that still do not have a ceiling overhead projector or document camera.
Economic pressures and new models of education are presenting unprecedented competition to traditional models of the university. The twin challenges of providing high-quality services and controlling costs continue to impel institutions to seek creative solutions. The state budget cuts in education were deepest at the university level. More efficient ways to use technology to cut face time in classrooms help the economy with energy costs, labor costs, facility costs, materials costs, etc. Universities will have to manage faculty and administration staffing much more cost-effectively than we've witnessed in 30 years, as the valley is no longer a consistent source of growth and enrollments are decreasing at concerning numbers. Keeping pace with the rapid proliferation of information, software tools, and devices is challenging for students and teachers alike. User-created content is exploding, giving rise to information, ideas, and opinions on all sorts of interesting topics. There is a greater need than ever for effective tools and filters for finding, interpreting, organizing, and retrieving the data that is important to us. This will change how we teach reading dramatically in the next few years. This all sounds well and good, even exciting, however, getting these tools into the teachers hands and providing them adequate professional development to be able to become proficient in usage is an even bigger challenge. I would hope that rubrics are created to help schools "phase in" these tools with time goals pre-planned.
TECHNOLOGIES TO WATCH Electronic Books - Modern electronic readers support note-taking and research activities, and are beginning to augment these basic functions with new capabilities — from immersive experiences to support for social interaction — that are changing our perception of what it means to read. (within 12 months). This is exciting to me as an educator, but we have to make sure we have the access of technology to meet the needs of all students. Districts will have to be very cost savvy these next few years. Textbooks usually drive the publishing world and at 90-100 dollars per student, the purchase of textbooks quickly diminishes the funding allocations for curriculum adoptions. Publishers have to meet schools halfway. I'm happy to see more consumable books offered rather than the textbooks. I'm also happy that each year, subscriptions can be purchased for renewal purchases of these consumable books. The important thing publishers need to understand is that their "textbook" isn't as valued by school districts anymore as much as their e-products. I would like to see publishers eventually sell school districts netbook discounts so that all students can access e-products.
Mobiles- Enable ubiquitous access to information, social networks, tools for learning and productivity, and much more. Mobile devices continue to evolve, but it is the increased access to affordable and reliable networks that is driving this technology now. Mobiles are capable computing devices and they are increasingly a user’s first choice for Internet access.(within 12 months). The management of student cell phones on campus has been a slow, arduous process for teachers and administrators. Protocols need to be developed for usage during the day. We can no longer "ban" them from campuses. Everyone has them and parents expect their children to have them. Some parents even call their child during the day. That's our world today. We have to make mobiles work. I'm just wondering if districts will provide cell phones as part of students use rather than students bringing their own phones in to school to use. With all of these companies competing for sales in mobiles, what type of wireless capacity environment would that create on campuses if everyone was allowed to bring their own?
Augmented Reality- Refers to the layering of information over a view or representation of the normal world, offering users the ability to access place-based information in ways that are compellingly intuitive. Augmented reality brings a significant potential to supplement information delivered via computers, mobile devices, video, and even the printed book. (within 2-3 years). I'll need to study this more.I don't know enough about it to comment.
Game-Based Learning- The greatest potential of games for learning lies in their ability to foster collaboration, problem-solving, and procedural thinking. Games for education span the range from single-player or small-group card and board games all the way to massively multiplayer online games and alternate reality games.(within 2-3 years). I like the idea, however, there is no substitute for explicit instruction. I worry teachers will think the games teach the students. I believe there is a balance and the game is the activity to reinforce learning.
Gesture-Based Computing- Moves the control of computers from a mouse and keyboard to the motions of the body via new input devices. The development of interface technologies such as Kinect, SixthSense, and Tamper, make interactions with computational devices far more intuitive and embodied. (within 4-5 years) I'll need to study this more.I don't know enough about it to comment.
Learning Analytics-
Loosely joins a variety of data-gathering tools and analytic techniques to study student engagement, performance, and progress in practice, with the goal of using what is learned to revise curricula, teaching, and assessment in real time. Building on the kinds of information generated by Google Analytics and other similar tools, learning analytics aims to mobilize the power of data-mining tools in the service of learning, and embracing the complexity, diversity, and abundance of information that dynamic learning environments can generate. (within 4-5 years) This will be fantastic and right in line with teachers and administrators' pay for performance plans. We worked with WestEd and implemented the coaching model. We collected data on classroom visits and placed numbers on Excel spreadhseets. It would be interesting how this technology impacts accountability. In my project from ELN 101, in the ADDIE process, we had to plan the effectiveness of the training as evidenced in the classroom. This technology would be great to use for parts of my design project.
http://wp.nmc.org/horizon2011/sections/executive-summary/
KEY TRENDS
The abundance of resources and relationships made easily accessible via the Internet is increasingly challenging us to revisit our roles as educators in sense-making, coaching, and credentialing.
Students’ experience an easy and pervasive access to information outside of formal campus resources. This trend produces the need to encourage educators to take a careful look at the ways we can best serve learners.
The rise of charter schools, virtual academies and blended learning have school officials uneasy. Competition from alternative learning sources contribute to declining enrollments and create even further funding cuts to an already depleted system.
People expect to be able to work, learn, and study whenever and wherever they want. Mobile devices, wireless environments and Intenet access everywhere is now expected. K-8 schools are not equitably funded throughout the state. Many of the lower SES school districts are hurt by the housing market crunch, the new immigration laws, and training costs for a highly transient labor pool of teachers. School districts that grew exponentially beginning in 2000 were not helped by the stimulus funds that were distributed in 2009 because funds were allocated based on 2000 census data BEFORE the district populated to present levels. FUNDING TECHNOLOGY will continue to be a challenge. Nevertheless schools districts will need to address the question of parents: How will you prepare my child for the 21st century and the ever changing, highly technical job market?
The world of work is increasingly collaborative, giving rise to reflection about the way student projects are structured. The days of isolated desk jobs are disappearing, giving way to models in which teams work actively together to address issues too far-reaching or complex for a single worker to resolve alone. IDC projects that fully one-third of the global workforce — 1.2 billon workers — will perform their work from multiple locations by 2013. Our work force is not prepared for these types of changes. We have yet to develop teachers to levels of proficiency in many of the classroom technologies demanded already. The pace of teacher technolgy development is superceded by the rapid growth of technological devices. Once these devices hit the market place, the consumer is conditioned to use them all of the time. Teachers however, need time to be trained to use them for instruction in a classroom of 27-30 students.
The technologies we use are increasingly cloud-based, and our notions of IT support are decentralized.
As we turn to mobile applications for immediate access to many resources and tasks that once were performed on desktop computers, it makes sense to move data and services into the cloud. The challenges of privacy and control continue to affect adoption and deployment. Many school districts will need to employ technology specialists on campuses as part of this decentralization. There will be a lag to reach consensus on privacy and control. I would expect to see new statutes developed as IT support becomes more decentralized. Administrators and teachers want their rights protected when technology issues crop up unexpectedly.
CRITICAL CHALLENGES
Individual organizational constraints are likely the most important factor in any decision to adopt — or not to adopt — any given technology.
Digital media literacy continues its rise in importance as a key skill in every discipline and profession.
Skills that constitute digital literacy are still not well-defined nor universally taught. Teacher preparation programs are beginning to include courses related to digital media literacy, and universities are beginning to fold these literacy skills into coursework for students, but progress continues to be slow. The challenge is exacerbated by the fact that digital technologies morph and change quickly at a rate that generally outpaces curriculum development.
Digital literacy is going to continue to be a difficult transformation for teachers. We've spent years steeped in print rich materials and programs such as Reading First and Success for All. In our district, one intervention we address with our teachers is to offer detailed training in the e-products of the core curriculum so that they know all rof the esources available for students to use. Personally, curriculum development will improve with the new Common Core Standards but linking digital literacy to curriculum development and instructional practices will take a collaborative effort from the state think tank.
Appropriate metrics of evaluation lag behind the emergence of new scholarly forms of authoring, publishing, and researching. Educators are facing a dilemma in where to place their efforts. Building metrics for new technology on the one hand, and the other hand, creating activities for new technology based on old standards. The technology standards need to be embedded into the content area standards. Districts have to make a commitment to provide students the necessary access to technology for this to happen and the state has to be able to fund the appropriate technology tools for all schools. I would like to see technology "kits" mandated for all schools based on population. Right now, I can say that there are schools with classrooms that still do not have a ceiling overhead projector or document camera.
Economic pressures and new models of education are presenting unprecedented competition to traditional models of the university. The twin challenges of providing high-quality services and controlling costs continue to impel institutions to seek creative solutions. The state budget cuts in education were deepest at the university level. More efficient ways to use technology to cut face time in classrooms help the economy with energy costs, labor costs, facility costs, materials costs, etc. Universities will have to manage faculty and administration staffing much more cost-effectively than we've witnessed in 30 years, as the valley is no longer a consistent source of growth and enrollments are decreasing at concerning numbers.
Keeping pace with the rapid proliferation of information, software tools, and devices is challenging for students and teachers alike. User-created content is exploding, giving rise to information, ideas, and opinions on all sorts of interesting topics. There is a greater need than ever for effective tools and filters for finding, interpreting, organizing, and retrieving the data that is important to us. This will change how we teach reading dramatically in the next few years. This all sounds well and good, even exciting, however, getting these tools into the teachers hands and providing them adequate professional development to be able to become proficient in usage is an even bigger challenge. I would hope that rubrics are created to help schools "phase in" these tools with time goals pre-planned.
TECHNOLOGIES TO WATCH
Electronic Books - Modern electronic readers support note-taking and research activities, and are beginning to augment these basic functions with new capabilities — from immersive experiences to support for social interaction — that are changing our perception of what it means to read. (within 12 months).
This is exciting to me as an educator, but we have to make sure we have the access of technology to meet the needs of all students. Districts will have to be very cost savvy these next few years. Textbooks usually drive the publishing world and at 90-100 dollars per student, the purchase of textbooks quickly diminishes the funding allocations for curriculum adoptions. Publishers have to meet schools halfway. I'm happy to see more consumable books offered rather than the textbooks. I'm also happy that each year, subscriptions can be purchased for renewal purchases of these consumable books. The important thing publishers need to understand is that their "textbook" isn't as valued by school districts anymore as much as their e-products. I would like to see publishers eventually sell school districts netbook discounts so that all students can access e-products.
Mobiles- Enable ubiquitous access to information, social networks, tools for learning and productivity, and much more. Mobile devices continue to evolve, but it is the increased access to affordable and reliable networks that is driving this technology now. Mobiles are capable computing devices and they are increasingly a user’s first choice for Internet access.(within 12 months). The management of student cell phones on campus has been a slow, arduous process for teachers and administrators. Protocols need to be developed for usage during the day. We can no longer "ban" them from campuses. Everyone has them and parents expect their children to have them. Some parents even call their child during the day. That's our world today. We have to make mobiles work. I'm just wondering if districts will provide cell phones as part of students use rather than students bringing their own phones in to school to use. With all of these companies competing for sales in mobiles, what type of wireless capacity environment would that create on campuses if everyone was allowed to bring their own?
Augmented Reality- Refers to the layering of information over a view or representation of the normal world, offering users the ability to access place-based information in ways that are compellingly intuitive. Augmented reality brings a significant potential to supplement information delivered via computers, mobile devices, video, and even the printed book. (within 2-3 years). I'll need to study this more. I don't know enough about it to comment.
Game-Based Learning- The greatest potential of games for learning lies in their ability to foster collaboration, problem-solving, and procedural thinking. Games for education span the range from single-player or small-group card and board games all the way to massively multiplayer online games and alternate reality games.(within 2-3 years). I like the idea, however, there is no substitute for explicit instruction. I worry teachers will think the games teach the students. I believe there is a balance and the game is the activity to reinforce learning.
Gesture-Based Computing- Moves the control of computers from a mouse and keyboard to the motions of the body via new input devices. The development of interface technologies such as Kinect, SixthSense, and Tamper, make interactions with computational devices far more intuitive and embodied. (within 4-5 years) I'll need to study this more. I don't know enough about it to comment.
Learning Analytics-
Loosely joins a variety of data-gathering tools and analytic techniques to study student engagement, performance, and progress in practice, with the goal of using what is learned to revise curricula, teaching, and assessment in real time. Building on the kinds of information generated by Google Analytics and other similar tools, learning analytics aims to mobilize the power of data-mining tools in the service of learning, and embracing the complexity, diversity, and abundance of information that dynamic learning environments can generate. (within 4-5 years) This will be fantastic and right in line with teachers and administrators' pay for performance plans. We worked with WestEd and implemented the coaching model. We collected data on classroom visits and placed numbers on Excel spreadhseets. It would be interesting how this technology impacts accountability. In my project from ELN 101, in the ADDIE process, we had to plan the effectiveness of the training as evidenced in the classroom. This technology would be great to use for parts of my design project.